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Are you interested in engaging in reflective practice around your instruction with mid-semester feedback? 



Read through the "process" section of the mid-semester feedback playlist
Use the CTLI Mid-Semester Feedback Form to customize your feedback survey. Remember, you know your course, objectives, activites, and style best. Add/remove questions that make the most sense for your course!  

note: you must be logged into Google Drive with your MSU credentials to access the form and form instructions


Distribute your anomyous survey to the learners in your course, providing ample time for them to complete

note: double check the Google Form Instructions to ensure you're maintaining anonymity 


After survey is closed, review your data. You can use the "interpret" section of the mid-semester feedback playlist if you need help.
Make a plan of action based on the feedback you recieved, share the plan with your class, and get started! (The "action plan" section of the mid-semester feedback playlist can help if you need ideas.) 



Additional help can be provided by the CTLI Student Feedback team, should you need a thought partner as you navigate collecting, interpreting, and adapting! CTLI offers more instruments for formative feedback and checking in with learners. Learn more about the entire student-facing survey "library"
 

note: you can access a downloadable file of the sample questions here.Mid-semester feedback is a way your instructor can collect information about your learning experience and how the course design impacts your experience. This survey is your opportunity to share insights about class so your instructor can make decisions on how to proceed with the rest of this semester. This is an anonymous survey. Your identity will not be shared with anyone and will in no way impact your grade in the course. Your feedback is valued and appreciated. 
Please indicate your level of agreement with the following statements: (Matrix with 1 = never, 2 = sometimes, 3 = often, 4 = always)I am prepared for class.  I understand what is expected of me in preparation for class.I have opportunities to ask the instructor questions.The course meetings and activities motivate me to learn.The way new concepts are introduced is aligned with my learning style. The activities and materials are interesting and engaging.Instructor feedback is provided in a timely manner.Instructor feedback is provided in a way that helps me learn. The instructions for completing assignments are clear.The assessments are aligned with what we are being asked to learn.Synchronous technology (e.g., live presentations and video conferences) was used effectively to achieve the goals of the course.Asynchronous technology (e.g., threaded discussions) was used effectively to achieve the goals of the course.
Overall, my learning in this course meets my expectations. 

 Disagree 
Neither Agree nor Disagree 
Agree  

What elements of class have contributed to or proved most helpful for your learning so far? (For example, describe the times in this class when you were most engaged. Or describe activities or assignments that are valuable.) open ended 
What could be added or changed to reduce barriers to learning in this class so far? open ended 
Other examples of questions:
What aspects of this course and your instructor's teaching help you learn best? open ended 
What specific advice would you give to help your instructor improve your learning in this course? open ended 
What steps could you take to improve your own learning in this course? open ended 
What would you like to see more of between now and the end of the semester? open ended 
To date, I have found my own level of participation in the class sessions to be…

High
varied
low
none

The pace of this course is...

too fast
just right
too slow

How would you rate the work-load of this course? (high = 5, low=1)

5
4
3
2
1

How much of the reading that has been assigned so far have you completed?

100%
90%
75%
50%
less than 50%

How many hours per week, outside of regularly scheduled class meetings, do you spend on this class?

1‐2
2‐4
4‐6
6‐8
more than 8


Other examples of Likert Questions that could be added to the second general question example above:
Questions of General Applicability:
I find the format of this class (lecture, discussion, problem-­‐solving) helpful to the way that I learn.
I feel that this class format engages my interest.
I feel comfortable speaking in this class.
I learn better when the instructor summarizes key ideas from a class session.
I find the comments on exams or other written work helpful to my understanding of the class content.
I find that this class stimulates my interest in reading about this subject outside of class.
I feel comfortable approaching the instructor with questions or comments.
I think that I would learn better if a different format were used for this class (suggested below).

Questions Applicable for Problem-­‐solving or Laboratory Classes:
The problems worked in this class help me in working other problems on my own.
The problems worked in this class help me in learning the content ideas in this class.
I feel that I learn how to solve problems more easily when I work with a group of students.
I find the laboratory lectures helpful in understanding the purpose of the experiment.
I find the instructor's comments during laboratory help my understanding of key steps in the experiment.
I find the comments on my written laboratory reports helpful in understanding the experiment.
I learn more from the laboratory when I am given questions about it to think about first.
I learn more from the laboratory when I am given questions about it to write about first.

Questions for Discussion-­‐Oriented Classes:
I find class discussions help me in understanding the readings.
I find class discussions help me in understanding key ideas in the course.
I learn more if class discussions are more structured.
I feel that class discussions are dominated by one or a few people.
I learn better when I have more of a chance to speak.
I learn more from discussions when I am given a question to think about first.
I learn more from discussions when I am given a question to write about first.

Questions for Classes Using Team or Group Work:
I feel that I learn more when I work with a group.
My group works well together
I feel that I need more guidance for our group work.
I find that working in a group confuses me.
I find it helpful if the instructor summarizes results obtained as part of group work.
I find it helpful to get feedback from my group on my own performance in the group.
I think that groups work better when each person has an assigned role in the group.
Photo by Dean on Unsplash

From the moment you present a mid-semester feedback opportunity to the learners in your course, it is imperative that you communicate your commitments to acting on the feedback. Have you ever had a peer or employer ask for your input on a project or initiative and then seem to completely ignore it? Maybe your significant other asked for your opinion on ways to tackle a challenge and then pursued an opposite approach? If you can recall a moment like this, how did it make you feel? 
When you collect mid-semester feedback, you are asking your students for feedback. You want to make sure they feel valued and heard, that they have a voice in your class space, and that their input isn’t being collected just “for show.” You should clearly indicate which elements of their feedback you will and will not act on (and why). We know that students who feel empowered and who see their voice reflected in class activities feel more engaged and are more likely to show positive learning outcomes.
There is a body of literature that indicates biases are real and problematic in students’ evaluation of teaching. The goal of this mid-semester instrument is not evaluative of the instructor, but instead is focused on feedback surrounding the learning experience. That being said, be aware that a host of factors including (but not limited to) gender, race, and subject matter, stress, and load can lead students to make statements that imprecisely reflect the actual quality of instruction.
We recognize it can be difficult to look past the most impassioned individual feedback and consider all the data holistically, but remember that the “loudest” voice or the longest comments may not reflect the overall feelings of learners. One helpful strategy is to have someone you trust read the comments before you do, then provide you their overall impressions and filter out any inappropriate remarks.  
 
The following is Adapted from the Enhanced Digital Learning Initiative at MSU: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad). 
Additional sources: Faculty Innovation Center at University of Texas at Austin
Toshalis, Eric & Nakkula, Michael (2012). Motivation, Engagement, and Student Voice. The Student at the Center Series, Jobs For the Future.
Justin Esarey & Natalie Valdes (2020) Unbiased, reliable, and valid student evaluations can still be unfair, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1724875
 

The general sample questions provided in the "process" section of the mid-semster feedback playlist are centered around three themes. Here you can find quick tips for interpreting the data related to those themes, as well as links to other #iteachmsu articles. Remember the sample questions were written generally and with the audience, students, in mind. If you see (or don't see) jargon that would(n't) be typical in your field or discipline, keep in mind we attempted framing items in ways that would make sense for survey participants. 
Thanks to our colleagues from the Enhanced Digital Learning Initiative at MSU who provided the information adapted to this article: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad)!
Theme 1: Perceptions on purpose and alignment
This theme encompasses the sample questions where students indicate if they feel that they are prepared for class and understand expectations. Ideally, answers would trend toward “4. always” If that is true and students voice needs that they have in later answers, then you can explore relationships between, say, students who generally understand what is expected of them but (might be) confused about what assignments are asking of them (this is a curious relationship worth exploring with students).Theme 1 example questions: I am prepared for class. I understand what is expected of me in preparation for class.
If responses raise concerns, consider: 

Clearly re-stating your course’s learning outcomes verbally and in writing 
Clearly indicating how an activity fits into the broader course structure, prepares students for the working world, or aligns with the outcomes 
Ensuring that the content assessed on tests & quizzes is content that’s been previewed in prior course activities 
Before any course event (lecture, activity, test, etc) state clearly what course objectives are addressed 

As you process the data from your students, be sure to focus on trends across feedback - both celebrations of what’s working and opportunities for change. This information provides you with an opportunity to highlight what is working for your own planning,in addition to providing supportive rationale for using certain teaching strategies (which you should share with your class.
Other resources include...

SOIREE 
Introduction to Backward Design
Writing Measurable Outcomes for Students

Theme 2: Perceptions of structure, community, and workload
This theme relates to questions that explore students’ perceptions of the class community, structure, and workload. These are powerful descriptive questions that enable you to explore a number of issues with students (and/or with your colleagues), depending on the nature of student responses. Theme 2 example questions: I have the opportunity to ask questions. The material is interesting and engaging. Feedback is provided in a manner that helps me learn. Instructions are clear. 
If responses raise concerns, consider: 

Narrowing the toolset students need to use to complete required activities 
Using the full suite of native tools in D2L – including the discussion board, the calendar, and the checklist 
Providing opportunities for students to interact with you and each other in a no-stress, non-academic setting (perhaps via Zoom before or after class) 
Re-visiting assignment and project descriptions to very clearly indicate how students use tools, seek assistance, and can contact you and/or their peers 


Building in multiple points of clarification and reminders of due dates and work processes  

You can also check out this from SOIREE:

Resources to Build Inclusivity and Community 

Theme 3: Perceptions of learning environment 
Questions in this theme indicate students' self-perception of their learning and the learning environment. Three of these questions are open-ended, so you want to make sure you’re recognizing the time it takes students to provide this type of feedback.  An easy way to find patterns in the open ended responses is to paste all them into a word cloud generator. Consider using this tool: https://worditout.com/word-cloud/create Theme 3 example questions: This course's meetings and activities motivate me to learn. The way new concepts are introduced is aligned with my learning style. Overall, my learning in this course meets my expectations. What elements of class have contributed to or proved most helpful for your learning so far? What could be added or changed to reduce barriers to learning in this class so far?
After you consider the responses to these questions in addition to the items in the themes above, you have information to adapt your plan for the remainder of the semester. Be sure to tell your students what you’re changing and why (based on what feedback). Asking for feedback without following up can suggest to students that their opinions might not matter, and harm your relationship. Instead, address opportunities for what you and they can do to make the most of the semester, share your intended plans for utilizing the feedback, and thank students for their honesty, inviting them to continue working with you to improve the course.
You can also consider checking out these additional resources from SOIREE:

Student to Instructor interactions & engagement 
Student to student interactions & engagement 

So you've built a mid-semester feedback instrument for your course. What's next?
Explain to students why you are collecting anonymous feedback in the middle of the semester. 
Provide an overview of the process, including when it will take place, how you plan to use the feedback, and when you will share results with the class.
Share advice on how students can give constructive feedback, such as describe, evaluate, and suggest (the instrument itself enables all three).You can share the survey in the body of a message to students (via e-mail, d2l, or other previously determined mode of course communication).
Here is some sample language you could include in a message (feel free to copy/paste or adapt):
In an effort to make sure our class is providing a valuable learning experience for you and your classmates, I’ll be sending out a “mid-semester feedback” survey. This is your opportunity to anonymously share your thoughts on what is working in class and what could be better. No identifying information is collected as a part of the survey and the results are shared with me as a single dataset. I will not be able to identify individual student identities. Your feedback will help me  to design and facilitate this course in a way that is meaningful for you. If there are things I could change to make the course more effective I want to know. I’ll use this feedback to inform the remainder of the semester. Thank you in advance for your participation.
 
You could also choose to build in 10 minutes of time at the start of one of your synchronous course sessions (if applicable) for students to complete the survey. Tip: build this time in at the start of class to avoid feedback being based solely on that day’s activities.
Always be sure to thank your students for participating in the process of improving the class and remember course feedback should always be anonymous!

Foundations of the Hub's Mid-Semester Feedback Instrument:
Generally, mid-semester feedback is formative and focuses on three basic questions: 
1.What would students like to see more of? 
2.What would students like to see less of? 
3.What would students like to see done differently? 
The sample questions provided can be used to build an insturment for students at any moment, although mid-semester is most desired because students will have had enough experience to share feedback and there is still time to make changes to the course, if necessary. There are colleagues across the university who already incorporate mid-semester feedback into their educator practice, or who have support from their unit to do this work. The Center for Teaching and Learning Innovation (formerly Hub for Learning and Technology) is offering resource to compliment the great work that is already happening, and provide mid-semester feedback support broadly.
We encourage you to built an instrument that is short, and includes both scaled and open-ended questions. The intention is to gain insight into the student experience as it relates to the structure of the course, not specifically on the instructor.  
Mid-semester feedback instruments tend to be generic, but you have the opportunity to use these sample questions in constructing an insturment that is helpful to you and tailored to your course(s). We have drawn from the work of colleagues at Princeton, Vanderbilt, Brown, Kansas, Yale, North Carolina, and MSU’s Broad College of Business to build this list of sample questions. We thank them. 

1. Review the feedback
You want to ensure students feel their feedback is valuable to you and the course, so keep your students abreast on where you are in the review process. Are you synthesizing data? Noting key themes? Maybe you're working on a way to present the anonymous findings back to your class. Regardless, review the data, share it back, and make a plan for change. 
 
2. Quick Tips on How to Interpret the Data 
Review our article on how to interpret the data. These tips are adapted from the Enhanced Digital Learning Initiative at MSU: Scott Schopieray (CAL), Stephen Thomas (Nat. Sci.) Sarah Wellman (CAL & Broad), Jeremy Van Hof (Broad). Additional sources: Faculty Innovation Center at University of Texas at Austin 
 
3. Discuss with a Colleague 
Review this article on debriefing with peers. 
There is a body of literature that indicates biases are real and problematic in students’ evaluation of teaching. The goal of this mid-semester instrument is not evaluative of the instructor, but instead is focused on feedback surrounding the learning experience. That being said, be aware that a host of factors including (but not limited to) gender, race, and subject matter, stress, and load can lead students to make statements that imprecisely reflect the actual quality of instruction.
We recognize it can be difficult to look past the most impassioned individual feedback and consider all the data holistically, but remember that the “loudest” voice or the longest comments may not reflect the overall feelings of learners. One helpful strategy is to have someone you trust read the comments before you do, then provide you their overall impressions and filter out any inappropriate remarks.  
 
4. Share with students the common themes surfaced in the data
When you collect mid-semester feedback, you are asking your students for feedback. You want to make sure they feel valued and heard, that they have a voice in your class space, and that their input isn’t being collected just “for show.” You should clearly indicate which elements of their feedback you will and will not act on (and why). We know that students who feel empowered and who see their voice reflected in class activities feel more engaged and are more likely to show positive learning outcomes.

Written by Erik Skogsberg
Assessing Your Teaching
In the push to end the semester, it’s tempting to completely disconnect from all that happened in your classes as soon as you submit grades. Now, we certainly hope everyone has a restful break, but we also hope you’ll set aside some time to assess your teaching before next semester begins. This assessment is a crucial piece of your overall development as a teacher and can greatly impact your work with students next semester. In our closing blog post for the semester, we want to provide you with some suggestions for reflecting on fall semester: taking stock of where you’ve been with students this semester and using that information to guide your decisions next semester.
Learning From Your Final Assessment
We can’t underscore enough how important assessment is in teaching and learning. It’s the means with which you gather the necessary info you need on student learning and make evidence-based decisions on where to go next. Now, in ending the semester, you have the focal point of your final assessments to provide evidence out of which to base future teaching decisions. And whether you’re teaching the same course or a completely different one, there’s still much to be gained from this kind of reflection. To help your reflection in connection to your final assessments, we offer the following questions:
Three Questions for Reflecting Forward
1) Did you meet your learning objectives?: You hopefully set out work in your course with some specific overall learning objectives for students. Did students meet them? What evidence do you have in your final assessments? In what areas were they strongest? In what areas did they struggle? In meeting or not meeting your learning objectives, you have some clear areas of focus and further development. And by connecting back across your objectives and final assessments, you can take stock of what you believe worked well for teaching and learning and what did not.
2) What instructional practices worked best?: Think back to the instructional practices and activities connected to the strongest and weakest areas of your final assessments.  Perhaps students struggled most with synthesizing certain elements of your course or analyzing a key text. Or maybe you realized students just weren’t able to adequately back up the claims they made in the final paper as you hoped. What instructional activities did you design in order to support them? By identifying these specific practices and activities, you can begin to address any common patterns or clear areas for future focus.
3) Where do you need to grow next semester?: Answering this final question–in light of the previous two above–can send you into next semester with clear teaching goals and areas for your own development. If you’re teaching the same course again, then we’d suggest you start proactively identifying and adjusting areas of your course you know need to work better. If you’re teaching a completely different course, you can still make sure you’re focusing in on similar learning outcomes and/or areas of instructional practice even if the content isn’t the same. For help, in addition to seeking out the assistance of other instructors in your college, we’d encourage you to take advantage of the digital resources we offer on the Inside Teaching MSU website, the upcoming #iteachmsu chats, and The Graduate School and MSU Academic Advancement Networkworkshops. We regularly offer resources and opportunities on our blog, as well as via social media and through in-person workshops. If you aren’t already engaged with us across those spaces, perhaps make that part of your development goals for next semester.
We’d like to know: What process do you use to reflect and build on your teaching between semesters? Where do you find the best support for areas you want to improve? Share your thoughts on social media using “#iteachmsu” or in the comments section below.

Photo Credit: Teach/Learn/Duane Schoon/CC 2.0/Cropped